The Industrial Revolution through the Great DepressionThe Industrial Revolution through the Great...

elcome! As America ended a Civil War and was experiencing a period of reconstruction, technology began to boom and the country began to grow in new ways, launching into a new century. This study will take you on a journey through several eras: Industrial, Gilded, Progressive, and Jazz to name a few! You’ll also meet history-makers who influenced America through talents, science, service, and more. You’ll experience events both tremendous and tragic, from advances in technology to distasters and wars. Spanning over 70 years, America made herself a country to be respected and an influence on the rest of the world.

Each lesson includes fact-filled, engaging text, created to be all you need for a compact assignment. Should you or your child wish to expound on a subject, a variety of books, videos, and further avenues of research are available in the “Additional Resources” section. This study can also act as an excellent accompaniment to any American history program.

You will want to print out all the Teacher Helps beforehand and brief yourself on the lessons and supplies needed. A one-page Lesson Plan Schedule is offered for ease of seeing at a glance what’s coming in each lesson, allowing you to prepare ahead of time. You will want to preview the Project Pages in advance to help you with gathering the materials for the projects you choose to do. Most of the supplies are household items you will have around the house. There will be a few items that you will need to track down before the lesson. The Tips to Consider Before Starting sheets have a list of general materials to have on hand. We have provided you with many attractive masters to create the majority of the projects. Detailed instructions, illustrations, and photos are furnished for the projects. Many include penmanship options, however some also offer text to save on time when necessary. If you use the provided text, encourage the child regularly to read it aloud. Some projects require the child to exercise research skills to provide information.

Several days have more than one project listed. This allows you or your child to choose what you would prefer to do. It is advisable that if you begin with a project that has a series of steps to it, you will want to follow through to the end (e.g., Lap BookTM or The Industrial Times newspaper). These particular overall projects take a bit longer to complete, however they result in pieces that your child will be very proud of.

Sprinkled throughout the lessons are Project Days. These days are designed to allow extra time to work on projects that were not completed on previous days. If your child is a quick student and gets the projects completed in a day, feel free to choose another project that he or she passed up from earlier lessons. Try to keep a balance in your choice of projects so that different areas are utilized, such as 3-D projects, language related activities, or a form of creative writing. These Project Days also offer an opportunity for review each week.

Although the lessons are numbered, it does not mean that you have to stick to one day per lesson. Feel free to stretch them out as needed! In turn, you may find that you do not need to utilize every Project Day. The schedule is there to help you, however you should not feel constrained to meet it. Make it fit your needs!

If you have a camera available, remember to take pictures of the children working on the projects as you go! You may wish to create a notebook page of photos, helping create a portfolio of your study together.

Try to culminate the unit with a celebration! When you end it with a bang, it brings completion and satisfaction to both you and your child! We have suggestions for making the best of your last lesson!

The Industrial Revolution through the Great Depression

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The Industrial Revolution through the Great Depression -Introduction

Acknowledgements: Home School in the Woods would like to acknowledge the following sources for some art and reference images: © 2010 www.arttoday.com, Dover Publications, FreeClipartNow.com, NASA, National Archives and Records Administration, and the Library of Congress Prints and Photographs Division Washington, D.C. for the following images for reference: ppmsca 12856, LC-USZ62-61761, cph 3a53178, npcc 19554, cph 3a29251, hec 09950, cph 3g09863, cph 3c28944. - Selected Wikimedia Commons images for reference: Clock and bench sculpture in Miami, OK (author: The White Pelican), Soda fountain on Route 66 in Baxter Springs (author: The White Pelican), Ambler’s Texaco Gas Station (author: Ivo Shandor), Brush Creek Bridge (author: Michael Overton), Leaning water tower (author: Night Ranger), Route 66 Motel on Route 66 in Needles, California (author: Renjishino), J. Fred Schmidt Packing Company truck (author: dok1 / Don O’Brien), Morris Minor of the 1930s (author: Charles01). - Selected photo Courtesy of the Franklin D. Roosevelt Presidential Library & Museum, Hyde Park, New York.: 53227(293) Works Progress Administration: unemployed shown at volunteers of America Soup Kitchen in Washington, D.C., 1936. (27-0637a.gif)

Home School in the Woods would like to acknowledge Tobin’s Lab for permission for the use of the term Lap BookTM, a trademarked term from Tobin’s Lab, Inc. www.tobinslab.com.

Home School in the Woods would like to acknowledge the following: Permission granted to use the Montgomery Ward & Co. name in the header of the grocery flyer project, by The Swiss Colony, Inc.

Permission to reproduce our materials is granted only for individual immediate family use. Reproduction for commercial use, an entire class, a school, or school system is strictly prohibited. All Rights Reserved. No part of this publication may be reproduced or transmitted in any form or by any means - graphic, electronic or mechanical, including duplicating, photocopying, information or retrieval systems, the World Wide Web, or e-mail - without written permission from the author. Not for redistribution. For permission to reproduce this material or use for any other purpose, or school/co-op licensing fees, please contact Home School in the Woods.

All design and several illustrations by Amy PakText lessons researched and written by Jaron Pak

© 2010 Amy Pak • Home School in the Woods Publishing, Amy Pak Publishing, Inc.Printed in the United States of America

Home School in the Woods3997 Roosevelt Highway • Holley, NY 14470

http://homeschoolinthewoods.com • [email protected]

Bibliography:Athearn, Robert G., American Heritage Illustrated History of the United States, Choice Publishing, Inc., 1988: Volume 9- Winning the West, Volume 10- Age of Steel, Volume 11- The Gilded Age, Volume 12- A World Power, Volume 13- World War I, Volume 14- The Roosevelt EraHakim, Joy, A History of US, Book 7, Reconstruction and Reform 1865-1896, Oxford University Press, 1999Hakim, Joy, A History of US, Book 8, An Age of Extremes, 1870-1917, Oxford University Press, 1999Fisher, Leonard Everett, Nineteenth Century America, The Unions, Holiday House, 1982Fisher, Leonard Everett, Nineteenth Century America, The Factories, Holiday House, 1979Stein, R. Conrad, Cornerstones of Freedom, The Story of The Golden Spike, Childrens Press, 1978Kent, Zachary, Cornerstones of Freedom, The Story of The Rough Riders, Childrens Press, 1991Stein, R. Conrad, Cornerstones of Freedom, The Great Depression, Childrens PressBlumberg, Rhoda, Full Steam Ahead, The Race to Build A Transcontinental Railroad, Scholastic Inc., 1996Miller, James Martin and H. S. Canfield, The People’s War Book and Atlas, The R. C. Barnum Co., Better Farming Ass’n, The F. B. Dickerson Co., Imperial Publishing Co., 1920Story of the Great American West, The reader’s Digest Association, Inc., 1977Ciment, James PhD with Roanld LaFrance, PhD, Scholastic Encyclopedia of the north American Indian, Scholastic Inc, 1996Dooly, William G., Jr., Great Weapons of World War I, Army Times Publishing Co., 1969Witzel, Michael Karl & Gybel Young-Witzel, Legendary Route 66, Voyageur Press, 2007Wallis, Michael, Route 66 The Mother Road, St. Martin’s Griffin NY, 2001Collins, Ian Dr., An Illustrated History of the Embroidered Silk Postcard, Gabrian Antiques, UK, 2001Carruth, Janet and Julie Hendricksen, Penny Rugs Quilts & More with Wool & Felt, Design Originals, 2004Howard, Maria Willett, Lowney’s Cook Book, The Walter S. Lowney Co., 1921

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Collins, Ian Dr., An Illustrated History of the Embroidered SilkCarruth, Janet and Julie Hendricksen, Penny Rugs Quilts &Howard, Maria WiWiWW llll eteteett,tt Lowney’s Cook Book, The Walter S. L

The Industrial Revolution through the Great Depression -Acknowledgements & Bibliography-a

Websites used to aid in research:

http://www.historycentral.com/ http://www.thechicagofire.com/http://www.u-s-history.com/pages/h719.htmlhttp://www.americaslibrary.gov/cgi-bin/page.cgi/aa/codyhttp://www.animatedatlas.com/timeline.html http://www.legendsofamerica.com/NA-NavajoLongWalk.htmlhttp://www.infoplease.com/ipa/A0902416.html http://www.shgresources.com/us/timeline/ http://www.cloudnet.com/~edrbsass/educationhistorytimeline.html http://www.mdx.ac.uk/WWW/STUDY/america.htm#1878 http://canadaonline.about.com/od/confederation/g/bnaact.htm http://www.canadiana.org/citm/themes/constitution/constitution13_e.html http://www.musicals101.com/cohan.htmhttp://www.pbs.org/capitolfourth/sousa.htmlhttp://www.biography.com/impressionists/cassatt-bio.jsphttp://www.encyclopedia.com/doc/1E1-BradburyW.htmlhttp://www.classiccat.net/barber_s/biography.htmhttp://www.nyise.org/fanny/bios.htmlhttp://architect.architecture.sk/henry-hobson-richardson-architect/henry-hobson-richardson-architect.phphttp://www.city-data.com/us-cities/The-South/Oklahoma-City-History.htmlhttp://www.okgenweb.org/~land/http://www.nps.gov/jeff/historyculture/upload/homestead.pdfhttp://www.archives.gov/education/lessons/homestead-act/http://www.biography.com/search/article.do?id=194896http://www.wholesomewords.org/biography/biorpsunday.htmlhttp://www.believersweb.org/view.cfm?id=147&rc=1&list=multihttp://www.history.rochester.edu/class/sba/first.htmhttp://lcweb2.loc.gov/ammem/today/jan03.htmlhttp://www.naacp.org/about/history/timeline/index.htmhttp://www.ourdocuments.gov/doc.php?flash=true&doc=57http://www.canalmuseum.com/http://www.nps.gov/archive/moru/park_history/carving_hist/carving_history.htmhttp://lcweb2.loc.gov/ammem/today/may01.htmlhttp://www.nyc-architecture.com/MID/MID073.htmhttp://www.jaha.org/FloodMuseum/history.htmlhttp://virus.stanford.edu/uda/http://www.globalsecurity.org/military/ops/mexican_expedition.htmhttp://www.serumrun.org/History.htmhttp://www.britannica.com/EBchecked/topic/509263/Franklin-D-Roosevelthttp://www.hal.state.mi.us/mhc/museum/explore/museums/hismus/special/memory/collectr/nationax.htmlhttp://www.library.hbs.edu/hc/exhibits/tcard/intro.htmhttp://www.gutenberg.org/dirs/etext05/hnfrd10.txthttp://www.stevengraphs.com/worwar1silpo.html

We, the publishers, have made every effort to locate and credit the copyright holders of material researched for this history study. We regret any errors or omissions.

Bibliography (cont’d)Biblioioioioioioioioioioiogrrapppppppapppphy (contn ’d)

The Industrial Revolution through the Great Depression -Acknowledgements & Bibliography-b

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Work Conditions Worsen

With the vast flow of immigrants, many major cities became filled to the brink, and many ghettos were formed where people were packed in as tight as sardines. In many cases working conditions were not at all safe, and children were put to work at a very young age with dangerous jobs in factories and sweatshops.

Sweatshops and Child Labor

What is a sweatshop? Sweatshops were like “mini factories.” A small business run by a family or with only a few workers would simply set up shop right in their apartment. There they would work in cramped quarters plying their trade all day, every day. That’s right; workweeks were quite often ten- or twelve-hour days, seven days a week. No break; no weekends. The official work age was fourteen, but this was hardly enforced, and children of all ages were found in factories. The paltry amounts of money they earned each week would go towards the family’s food, clothing, rent, and any other needs. Many children could be seen on street corners as well, selling ribbons or matches, or shining shoes. Some of the youngsters, especially boys, would sell newspapers. This harsh job, where you only made money if you sold enough papers, hardened these young boys, or “newsies” as they were nicknamed, and taught them the good, and especially the bad, of adult life at a very early age as they learned how to survive on the streets. All in all, it was not an easy life for anyone at that time. But many of these hard workers, the backbone of America, did eventually work their way up and achieve the American dream of success, and above all, they were free. Women and children were often abused in pay and work hours. Women like Jane Addams and Lillian Wald decided to help them as well as they could. In 1889 Jane Addams opened the Hull House in Chicago. It was a place where immigrants could come to receive aid and learn what they could about how to survive in America. A few years later, in 1895, Lillian Wald opened the Henry Street Settlement in New York, where widows and the uneducated could come learn properly what rights they had and how to cook, sew, or even basic English lessons.

The Orphan Trains

Many children were orphans, living on the streets and struggling to survive from day to day. In 1854 the orphan trains started operating. These trains would take young children, especially orphans, out West to stations where they would be lined up and offered to families. In exchange for their upkeep, the child would become part of the working family, and a virtual adoption would take place. Although this worked fairly well for many children, some inevitably found themselves in bad situations or with abusive families.Although a movement to enforce stricter child labor laws was afoot during much of this time, it wasn’t until 1916 that the first child labor law, the Keating-Owen Child Labor Act, was passed.

The Unions, Strikes, and Riots

The basic idea of a labor union was a group of laborers or workers that banded together to uphold their rights and, through their numbers, to make their collective voice heard. Unions often worked, but many times they did not as well, and the resulting conflict of boss versus union became a disaster, leading to violence and often death. One of the most notable Union conflicts is the Haymarket Square Riot of 1886. The “Knights of Labor” was a labor union originally formed in Philadelphia in 1869. It became very strong with hundreds of thousands of members nationwide. A large body of the Knights of Labor gathered in Chicago by the McCormick Machine

The Industrial Revolution through the Great Depression: 7-a

LESSON 7

Company to protest the long workday required of the workers there. A number of policemen arrived and tried to break up the meeting. Everything was fine until someone threw a bomb at the policemen. It blew up and chaos ensued. When all was over, seven policemen were dead along with four of the protesters. Many more were wounded. This violence put a bad taste for the Knights of Labor in the mouths of most Americans, and the union started to decline in popularity afterwards. Another well known strike was the Homestead Strike at the Homestead plant of Carnegie Steel in 1892. Here Henry Clay Frick, under orders from his boss, Mr. Carnegie himself, kicked out the workers of the plant when they and the Amalgamated Association of Iron and Steel Workers protested against a cut in their wages. Frick hired three hundred Pinkerton detectives to help guard the plant from the strikers. On July 6, a furious battle erupted between the opposing parties, and the strikers are said to have shot at the detectives. Accounts vary, but between eleven and sixteen men were killed in the fighting, and the detectives were defeated. The situation was not solved until militiamen were marched in some days later to restore peace. Just two years later, the nationwide Pullman Strike took place. The workers at the Chicago Pullman Palace Car Company protested a cut in their wages when prices at company run facilities and housing were not reduced as well. The strike spread through the entire railroad world, and thousands upon thousands of workers went on strike against Pullman’s cars. The strike did not end until President Grover Cleveland ordered troops to Chicago to put down the strike. Needless to say, there was much dissent between the unions and company bosses. The bosses, usually justifiably, wanted to run their businesses with as little waste and as little expense as possible, but the workers, again, usually justifiably, wanted to be paid a fair amount for their work. This is partly why there was so much hostility when immigrants would arrive willing to work for reduced wages. Even with all of these events, this was a time of growth for young America, and in many ways she was learning what she was capable of, whether it had to do with the rights of her people, the growth of her wealth, or the acceptance of strangers into her land of hard work and of freedom.

The Industrial Revolution through the Great Depression: 7-b

LESSON PROJECTS

1) PENMANSHIP “Men and Women who Made America”:

Complete copywork page M-1-7. Three-hole punch and store in your notebook.

2) NOTEBOOK TIMELINE:

For Lesson 7, color, cut, and place the following figures: Orphan Trains, Chicago’s Haymarket Riot, Homestead Strike, Pullman Strike Begins

3) CONTINUE THE NEWSPAPER “THE INDUSTRIAL TIMES”:

Add an article for “Riots Break Out at the McCormick Machine Company” on page four of the newspaper, The Industrial Times.

4) THE ORPHAN TRAINS:

With population, poverty, and poor conditions in the East, many children were abandoned to the streets or orphaned. Groups formed to help find the children homes with the families that had moved West.

SUPPLIES: - 1 copy of M-7-1 and M-7-2 on white card stock - 1 copy of M-7-3 (text supplied) OR M-7-4 (lines) on white or colored paper - scissors - glue stick - colored pencils - exacto knife and cutting surface - double-sided sticky tape

DIRECTIONS: 1. Cut out the outer solid lines from M-7-1. Score and fold on the dashed line with children facing out. Color the children on the card and the curtains in the sliding panel. Set sliding panel aside.

2. Cut out either the text blocks from M-7-3 or the blocks of lines from M-7-4. Write your information on the lines. Adhere the boxes to the inside of the card in the direction shown (A), (B).

3. Color and cut out outer box containing the train and title (M-7-2).

The Industrial Revolution through the Great Depression: 7P

7

THE ORPHAN TRAINSWith 30,000 abandoned children making their homes in the alleys of New York when it began, the Orphan Train movement spanned over 70 years, from the mid 19th century right up to the depression. It’s believed between 150,000 and 200,000 homeless children were placed out to families across the country and Canada that were willing to take them in. With parents dying from disease, starvation, and poor conditions or accidents in factories, the percentage of homeless children was on the rise. However, not all the children were orphans. Although many had lost both parents, some had just lost one, leading to a hard life in the home. Others were runaways due to abuse or children who were forced to leave the home early if the family was too large. In 1854, The Children’s Aid Society organized the first group of 46 orphaned boys and girls. The children were sent to Dowagiac, Michigan, where they were successfully adopted. Another institution responsible for organizing these groups was The New York Foundling Hospital.

ADHERE DOUBLE-SIDED STICKY TAPE HERE

ADHEREDOUBLE-SIDED

STICKY TAPE HERE

ADHEREDOUBLE-SIDED

STICKY TAPE HERE

ADHERE DOUBLE-SIDED STICKY TAPE HERE▲

THE ORPHAN TRAINSWith 30,000 abandoned children making their homes in the alleys of New York when it began, the Orphan Train movement spanned over 70 years, from the mid 19th century right up to the depression. It’s believed between 150,000 and 200,000 homeless children were placed out to families across the country and Canada that were willing to take them in. With parents dying from disease, starvation, and poor conditions or accidents in factories, the percentage of homeless children was on the rise. However, not all the children were orphans. Although many had lost both parents, some had just lost one, leading to a hard life in the home. Others were runaways due to abuse or children who were forced to leave the home early if the family was too large. In 1854, The Children’s Aid Society organized the first group of 46 orphaned boys and girls. The children were sent to Dowagiac, Michigan, where they were successfully adopted. Another institution responsible for organizing these groups was The New York Foundling Hospital.

Children went through a process before placement. If a child was not truly an orphan, “release for placement” documents needed to be signed by the parent.

In towns and cities that would be receiving orphans, notices were placed in newspapers to alert families and allow them time to

determine if they were ready to adopt. The children were washed up and given clean clothes to wear

before they embarked on their journey. Once arriving at their destiny, the children would

visit with the potential families and if foundsuitable, were matched accordingly. Sometimes

siblings wound up divided in different homes or towns. The placing agent would record the

families that took the children in and would later return to make sure all was well, or if a

child needed to be brought to a new family.

e to en

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ADHERERERERERERERERERERERERERRERERERERERERERE DOUE DOUE DOUE DOUE DOUE DOUE DOUE DOUE DOUE DOUE DOUDOUE DOUE DOUE DOUE DOUE DOUE DOUE DOUE DOUE DOUBBBBBLBBLE-SBBBBBBBBBLBLBBBLBL IDED STICKICKICKICKICKICKICKICKICKICKICKTICKICKCKICKCKICKICKCKICKCK TAPTAPY TAPY TAY TAPY TAPY TAPY TAPY TAPY TAPTAPTAPTAPY TAPTAPTAPTAPTAPTAPTAPY TAPEEEEEEEEE HEREEEEEEEEEEE E

Carefully cut out the windows of the train.

4. Using double-sided sticky tape, adhere pieces where designated. Keep the tape WITHIN the lines. Carefully set the sliding panel ABOVE the long middle tape piece and BETWEEN the top corner tape pieces (C). 5. Take the cover train art and lay it over the top of the panel, aligning the windows over

the curtains (D). Slide the panel up to show the kids in the windows! You may have to do it a few times to make it slide smoothly. When completed, set aside in a zip-lock bag for inclusion in the Lap BookTM in Lesson 24.

Text is placed on INSIDE of the card.

Image is on the OUTSIDE.

(A)

(B)


ADHEREDOUBLE-SIDED

STICKY TAPE HERE

ADHEREDOUBLE-SIDED

STICKY TAPE HERE


▲

(C)

(C)

ADHERE DOUBLE-SIDED STIC

ADHEREDOUBLE-SIDED

STICKY TAPE HERE


▲

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STICKY TAPE HEREE HEREE HEREE HEREHEREHEREERHEREHERHERHERHEREHEREHEE HEREEREHEREEREHEREHEREHER

(D)

...in their own words...

M-1-7a

“Anger is an acid that can do more harm to the vessel in which it is stored than to

anything on which it is poured.”

Mark Twain

“There is no frigate like a book to take us lands away nor any coursers like a page of

prancing poetry.”Emily Dickinson

...in their own words...

M-1-7b

“Anger is an acid that can do more harm to the vessel in which it is stored than to

anything on which it is poured.”

Mark Twain

“There is no frigate like a book to take us lands away nor any coursers like a page of

prancing poetry.”Emily Dickinson

1790 1791 1792 1793 1794 1795 1796 1797 1798 1799

1860

M-1-27

America’s Progress into the 20th Century

1861 1862 1863 1864 1865 1866

TheTranscontinental

Railroad

Orphan Trains

Homestead Act

States to Achieve Statehood in the

1850s

States to Achieve Statehood in the

1860sLucretia

Mott

The Long WalkBegins in 1863

The Near Extinctionof the

American Bison

1790 1791 1792 1793 1794 1795 1796 1797 1798 1799

M-1-30

1881 1882 1883 1884 1885 1886 1887

George Eastman

Dwight Lyman Moody

Booker T. Washington

Statue ofLiberty

William Frederick Cody

“Buffalo Bill”

Annie Oakley

James Abram Garfield

Samuel Porter Jones

Chester Alan Arthur

Stephen Grover Cleveland

Chicago’sHaymarket Riot

Nikola Tesla

1790 1791 1792 1793 1794 1795 1796 1797 1798 1799

M-1-31

18901888 1889 1891 1892 1893 1894

Ellis Island Welcomes Immigrants

Mary Stevenson Cassatt

Oklahoma Land Rush

States to Achieve Statehood in 1889

Benjamin Harrison

States to Achieve Statehood in

the 1890s

Battle ofWounded

Knee

Johnstown Flood

Homestead StrikeThe Progressive Era

Pullman Strike Begins

Jane Addams

William Frederick Cody“Buffalo Bill” (1846-1917)ppresents first Wild West

Show in NebraskaSh i N b k1883

Fanny Crosbys (1820-1915) writes

“Blessed Assurance”“Bl d A ”1873

TIMELINE FIGURES - 2:

Pullman Strike BeginsMay 11, 1894

Annie Oakley (1860-1926) joins Wild(

West Show1885

Klondike (Yukon) Gold Rush Begins

August 17, 1896

M-1-40

Ellis Island WelcomesIsland WelcomImmigrants

1892-19431892-1943

J AddJane Addams (1860-1935)

founds Hull House d H ll Hin Chicago

1889

Lillian Wald (1867-1940)opens Henry Street

Settlement in New York1895

Orphan Trains1854-late 1800s

9)F 1959Frannk Lloyd Wright (1869-1eousedessigns “Fallingwater” ho

19341934

Homestead StrikeJuly 6, 1892Chicago’s

Haymarket RiotMay 4, 1886

J h Phili SJohn Philip Sousa(1854-1932) composes(1854-1932) compose

"The Stars and Stripes Forever"

1896

George Gershwin(1898 1937) (1898-1937)composes

“Rhapsody in Blue”1924

Norman Rockwell (1894-1978) man Rockwell (1894-becomes director of mes director of Boys' LifeBoys

(1913) and illustrates first cover( ) d ill fifor The Saturday Evening Post

1916

Mary Stevenson Cassatt( ) p(c. 1844-1926) paints

"The Bath""Th B th"1893

t F d i R i tFrederic Remington p(1861-1909) sculpts

“Bronco Buster”“Bron o Buster”1895

Samuel Longhorn Clemensamuel Longhorn Clemenmuel Longhorn Cleme“Mark Twain” (1835-1910)Mark Twain” (1835-1910Mark Twain” (1835-191wwriteswrites fThe Adventures ofThe Adventures o

Tom SawyerS1876

ll WildLaura Ingalls Wilder (1867-1957) publishes867-1957) publishes ttle Lit

House in the Big WoodsH i th Bi W d1932

tHomestead Ac18621862

Oklahoma Land RushOklahoma Land RushApril 22, 1889

S hiStates to AchieveStatehood in the

1850s

States to Achieve Statehood in the 1890sStatehood in the 1890s

States to AchieveStatehood in 1889St t t A hiStates to Achieve

Statehood in the 1860s

States to Achieve Statehood in 1912Statehood in 1912

Phineas Taylor Barnum ((1810-1891) coins the phrase

"The Greatest Show on Earthh" "The Greatest Show on Earthh"Th G t t Sh E thhfor his traveling circus

1871

Ira Sankey1840-1908 composes

popular composition, “The Ninety and Nine”

1874

H H di iHarry Houdini(1874-1926) forms 874-1926) performMirror Cuff escape "Mirror Cuff" escapei C ff"

1904

y Dwight Lyman Moodywight Lyman Mood(1837-1899) founds

Moody Bible InstituteMoody Bible Institut18861886

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M-1-474

Immigrants Arrive in Mass at Ellis Island

Riots Break Out at the McCormick Machine Company

ROOMS AVAILABLE...But Filling Fast!

“Hull House” Offers Aid to Newcomers800 South Halsted Street • Chicago, Illinois • Founded 1889

M-7-1


ADHEREDOUBLE-SIDED

STICKY TAPE HERE

ADHEREDOUBLE-SIDED

STICKY TAPE HERE


ADHERE THIS SIDE TO LAP BOOK

TM

The Orphan Trains��

M-7-2

M-7-3

THE ORPHAN TRAINSWith 30,000 abandoned children making their homes in the alleys of New York City when it began, the Orphan Train movement spanned over 70 years, from the mid 19th century right up to the depression. It’s believed between 150,000 and 200,000 homeless children were placed out to families across the United States and Canada that were willing to take them in. With parents dying from disease, starvation, and poor conditions or accidents in factories, the percentage of homeless children was on the rise. However, not all the children were orphans. Although many had lost both parents, some had just lost one, leading to a hard life in the home. Others were runaways due to abuse or children who were forced to leave the home early if the family was too large. In 1854, The Children’s Aid Society organized the first group of 46 orphaned boys and girls. The children were sent to Dowagiac, Michigan, where they were successfully adopted. Another institution responsible for organizing these groups was The New York Foundling Hospital.

Children went through a process before placement. If a child was not truly an orphan, “release for placement” documents needed to be signed by the parent. In towns and cities that would be receiving orphans, notices were placed in newspapers to alert families and allow them time to determine if they were ready to adopt. The children were washed up and given clean clothes to wear before they embarked on their journey. Once arriving at their destination, the children would visit with the potential families and if foundsuitable, were matched accordingly. Sometimes siblings wound up divided into different homes or towns. The placing agent would record the families that took the children in and would later return to make sure all was well, or if a child needed to be moved to a new family.

toen

M-7-4

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The Industrial Revolution through the Great DepressionThe Industrial Revolution through the Great...

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